Course Description:
Examines intercultural communications through a global/historical lens that encompasses encounters in colonial, post-colonial, and global contexts. A series of novels, essays, and short stories are read in which the authors project their sense of individual and collective identities formed through the diverse experiences of globalization Examines relationships between author/audience and student/text in a cross-cultural dialog.
Units: 4
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Reflective Narrative:
This course fulfills our Upper Division Graduate Writing Assessment Requirement. Throughout the course, we read a multitude of short stories and novels from a diverse set of authors. Novels such as Ishmael Beah's A Long Way Gone: Memoirs of a Boy Soldier (2007) which tells the story of a boy soldier in Sierra Leone, or Mo Yan's Red Sorghum: A Novel of China (1986) which describes three generations of family in China during the 1920's-1970's.Through these stories, we would compare our own cultures and interpret what we believed the author wanted to project with their work. While reading, we would also learn background history on the events that would be mentioned in the stories. For example, we did research, read articles, and watched a documentary on the diamond wars in Sierra Leone and then discussed how those events related to boy soldiers. For one of the novels, Junot Diaz's Drown), we also did a group presentation on assigned chapters and detailed what was significant (see below). After reading each novel, we wrote reflection paper which we then all combined at the end of the semester to create a portfolio (pdf).
This course fulfills our Upper Division Graduate Writing Assessment Requirement. Throughout the course, we read a multitude of short stories and novels from a diverse set of authors. Novels such as Ishmael Beah's A Long Way Gone: Memoirs of a Boy Soldier (2007) which tells the story of a boy soldier in Sierra Leone, or Mo Yan's Red Sorghum: A Novel of China (1986) which describes three generations of family in China during the 1920's-1970's.Through these stories, we would compare our own cultures and interpret what we believed the author wanted to project with their work. While reading, we would also learn background history on the events that would be mentioned in the stories. For example, we did research, read articles, and watched a documentary on the diamond wars in Sierra Leone and then discussed how those events related to boy soldiers. For one of the novels, Junot Diaz's Drown), we also did a group presentation on assigned chapters and detailed what was significant (see below). After reading each novel, we wrote reflection paper which we then all combined at the end of the semester to create a portfolio (pdf).